Practice Of Integrated Picture Book Teaching In Kindergarten

"Guideline To The Learning And Development Of Children Aged 3-6" is suggested that children’s physical and mental development should be integrated.In order to achieve the teaching purpose,the preschool teachers often choose picture books with integrated characteristics as teaching materials to implement teaching,so as to effectively help children integrate their own experience and promote their physical and mental development.However,due to practical abilities of some preschool teachers can not match their teaching idea,so that children’s physical and mental development in the teaching process does not really meet the requirements of the guideline.Therefore,based on the theory of teaching integration and the guideline,with the integration of picture books,the paper will analyze and construct the doctrine of kindergarten picture book integration teaching,exploring the appropriate and operational kindergarten picture book integration teaching scheme,and providing reference for the practice of kindergarten picture book teaching.Based on curriculum integration,teaching integration and other related theories,this paper discusses the concept and implementation principles of Picture Book Integrated Teaching in kindergarten,and carries out the action research of Picture Book Integrated Teaching in kindergarten in Y kindergarten.With the help of nine teachers in class 2,3and 6 of Y kindergarten,120 children and their parents were selected as the research objects to conduct an action research for nearly six months.The research has gone through three stages,namely,teaching investigation period,teaching preparation period and teaching implementation period.The teaching inspection period is mainly based on the two research methods of observation and interview,to understand the specific development of three classes of picture books teaching,and to provide the factual basis for the following research.Two tasks have been completed in the preparation period.The first is to sort out and analyze the data and find out the problems in picture book teaching.The second is to use the kindergarten picture book integrated teaching theory and implementation principles to formulate the implementation strategy of the integration of teachers,parents and teachers.During the teaching implementation period,two tasks have been completed.The first is to revise the implementation plan according to the current development situation of children.The second is to design and implement the integrated picture book teaching activities with the theme of plant life development.Then,according to the specific implementation of each activity,the implementation plan of the activity is reflected and improved,so as to better promote the overall development of children’s life.Through teaching practice,this study finally draws three conclusions: the core of integrated picture book teaching in kindergarten is the integrated development of children’s life;diversity is the basic feature of integrated picture book teaching in kindergarten;home cooperation is an important means of integrated picture book teaching in kindergarten.And we also put forward some educational suggestions,such as creating a good garden based culture and strengthening the cooperation between home and family,which may improve the kindergarten picture book integration of teaching activities at the same time,more effectively promoting the comprehensive development of children’s body and mind.